| School of Politics, International Relations & Philosophy | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| PIR-10043 | The Changing World: A History of International Relations since 1945 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Co-ordinator: | Dr Helen Parr Room: CBB2.005, Tel:33216 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Teaching Team: | Mrs Paula Hughes, Mrs Julie Street, Dr Helen Parr, Dr Philip Catney, Miss Laura Barcroft, Mrs Diane Mason, Ms Pinar Akpinar | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture Time: | See Timetable... | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Level: | 1 | Credits: | 15 | Study Hours: | 150 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Programme/Approved Electives for |
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| International Relations
Dual Honours (Level 1) International Relations Major (Level 1) International Relations Minor (Level 1) Politics Dual Honours (Level 1) Politics Major (Level 1) Politics Minor (Level 1) Politics Single Honours (Level 1) |
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| Available as a Free Standing Elective |
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| No |
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| Prerequisites |
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| None
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| Barred Combinations |
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Description This module is designed to give a clear introduction to the academic study of International History within the discipline of international relations. It is useful for students of international relations, and also to students who would like to find out more about trends in world history and about key international events from the end of the second world war to the present day. The module covers the rise and fall of the Cold War, the global Cold War in Korea and Vietnam, European integration, decolonisation and nation building in Africa, the modern origins of the Arab Israeli conflict, the Yugoslavian civil wars, international terrorism and American foreign policy in the 1990s to the present. The ten topic-based lectures are accompanied by ten weekly meetings of small tutorial groups. In these tutorials, students will have the opportunity to debate key themes and questions on topics covered by the lectures. One tutorial will provide the opportunity for students to 'role play' the positions of different actors in a particular international crisis. Preparation for the tutorials is deliberately integrated into the assessment format: students will be able to use their preparatory work, and the skills developed in tutorials, in order to conduct the assessments. Students will be expected to prepare independently for seminars, but will work in small groups during the tutorials. There will also be two tutorials focused on study skills, specifically on using sources and on essay writing. The assessment for this module is 40% critique, and 60% essay. The critique is an opportunity for students to develop their skills, and to receive tutor feedback, in formulating an argument. Students will be expected to analyse one of the historical debates discussed in tutorials and to present their own argument supported by appropriate evidence. The essay will be submitted at the end of the course. Students will also have the opportunity to conduct a short referencing exercise, and to write a commentary on some of the source material discussed in the lectures. These assessments will not count towards the final mark. |
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| Aims |
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| 1) To introduce students to the academic study of international history as part of the discipline of international relations 2) To introduce students to important developments, transformations and events in international history since 1945 3) To enable students to develop core study skills and some key employability skills |
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| Intended Learning Outcomes |
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| Evaluate methods by which our understanding of the post-war world is constructed, will be achieved by assessments: 1, 3, 4. Critically assess certain historiographical debates concerning key trends and events in post-1945 international history. Will be achieved by assessments: 1, 4. Evaluate factors that shape the international system and key trends within that system (eg Cold War, nation-building, 'war on terror'). Will be achieved by assessments: 1, 4. Assess empirical evidence concerning key events in post-war international history. Will be achieved by assessments: 1, 3, 4. Develop an argument and assemble a coherent analysis that is communicated clearly, applying good standards of punctuation and spelling. Will be achieved by assessments: 1, 3, 4 Understand the nature of academic honesty and plagiarism and effectively apply the conventions regarding the use and acknowledgement of sources, employing the Harvard referencing system. Will be achieved by assessments: 1, 2, 4 Identify and discuss pertinent sources of information from the academic literature of international history, as found in recommended textbooks, and in monographs, journal articles and websites listed in the module's reading list, and where appropriate from the student's own searches. Will be achieved by assessments: 4 |
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| Study hours |
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| 10 hours attendance at lectures 10 hours attendance at seminars 60 hours preparation for seminars (includes self evaluation of work on Web CT, and revision for class test on sources, preparation for group presentations) 50 hours preparation of written essay 20 hours preparation of mini essay |
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| Description of Module Assessment |
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| 01: Critique weighted 40% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| A 1,000 word summation of a key debate in international history Students will identify and explain the key historiographical arguments advanced about a particular debate in international history. They will then advance their own argument in respect of the debate, giving reasons, founded upon evidence, as to why they adopt this view. Students will have been given the opportunity to debate key historiographical arguments in tutorials, and the critique will develop from this. Tutorial debates on prescribed topics will occur in weeks 2 and 3. The critique will be handed in and written tutor comments will be returned to the students. |
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| 02: Reference Exercise | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| A short referencing exercise This exercise will be done in tutorials around week 5. Students will be presented in the tutorial with a short essay from which the references have been removed. They will have to identify the correct location for the references. They will be able to check their answers against a model answer supplied on the KLE. |
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| 03: Commentary | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| A short exposition about a particular piece of source material This formative assessment will be done in tutorials around week 7. Students will be presented with a key historical source. This will be one of the historical sources discussed in the lectures. They will have to provide a short commentary interpreting the source, in answer to some set questions. Students will then have the opportunity to peer-review another students' work and to comment on it. Model answers, and explanations of different interpretations of the source, will be provided in the KLE,in order for students to check their own answers after the tutorial. Having looked at the model answer, students will write a brief self-evaluation of their own work, and of their experience of peer-reviewing, based on a given template. The self evaluation will be submitted to the tutor the following week. The tutor will set up a discussion forum on the KLE in which the students can anonymously submit questions deriving from the exercise, and the tutor will answer these at a given time. The students will be able to see the tutor answers, and the other questions. |
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| 04: Essay weighted 60% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1,500 word essay A 1,500 word essay in answer to a pre-set question. The essay will utilise and develop the skills demanded by the previous assessments. The essay will be submitted after the completion of teaching |
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| Version: (1.05A) Created: 01/Oct/2013
This document is the definitive current source of information about this module and supersedes any other information. |
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